Professional Documents
Culture Documents
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$120,000
$100,000
$80,000
$60,000
$40,000
$20,000
$0
HS Dropout
HS
Graduate
Some
College
Assoc.
Degree
BA
MA
Ph.D.
Prof.
Source: U.S. Census Current Population Reports, Series P-60, from Digest of Education Statistics, 2005.
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-5-
Inflationadjusted
income
Median inflation-adjusted
earnings for a man with a
high school diploma fell
by 41% from 1970-2010
Source: Inherited Opportunity for Higher Education, Association for Institutional Research, 5/16/06.
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Source: The College Advantage, Georgetown Center on Education and the Workforce, 8/15/12.
-7-
Source: The College Advantage, Georgetown Center on Education and the Workforce, 8/15/12.
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Source: The College Advantage, Georgetown Center on Education and the Workforce, 8/15/12.
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Source: The State of Working America, Economic Policy Institute, 12th edition, advance release, 8/22/12;
cited: www.washingtonpost.com/blogs/ezra-klein/wp/2012/08/17/education-and-the-recession-continued/
-10-
Source: Projections of Jobs and Education Requirements through 2018, Center on Education and the Workforce, 6/10.
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80%
Employed
(29%)
Employed
(56%)
60%
40%
20%
Looking for
Work (19%)
Not in
Labor
Force
(52%)
Looking for
Work (20%)
HSDropouts
Dropouts
HS Completed,
High school
completers, not
Notenrolled
Enrolled
in College
in college
0%
Not in
Labor
Force
(24%)
Source: Bureau of Labor Statistics, November 2010 unemployment data; Current Population Survey (left);
Digest of Education Statistics, 2009 (2008 data) (right).
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206.3/100,000
Only High
School
477.6/100,000
Less Than
High School
650.4/100,000
30% of people in poverty report that their health is poor or fair, almost
five times the rate reported by the wealthiest 20% of the population.
Source: Social Policy as Health Policy, Steven H. Woolf, Journal of the American Medical Association, 3/17/09.
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$9,000
$8,000
$7,000
$6,000
$5,000
$4,000
$3,000
1956
1959
1962
1965
1968
1971
1974
1977
1980
1983
1986
1989
1992
1995
1998
2001
2004
2007
Note: Total expenditure per pupil in average daily attendance in constant 2007-08 dollars (total expenditure is the sum of current expenditures allocable to pupil costs, capital outlay, and interest on school debt).
Source: Digest of Education Statistics, 2009.
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Note: In addition to 3.25 million public school teachers, there are 456,000 private school teachers in K-12.
Source: Digest of Education Statistics, 2009.
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Source: The College Advantage, Georgetown Center on Education and the Workforce, 8/15/12.
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Source: Wikipedia.
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Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 19712008 Long-Term Trend Reading Assessments.
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Source: Math Scores Add Up for Hispanic Students, Child Trends Hispanic Institute, 11/14.
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The childhood
poverty rate is
higher in the U.S.
than any other
developed
country. And its
particular
pervasive among
Black (39%) and
Hispanic (34%)
children.
Note: Poverty here is defined as relative to the national median, not on an absolute basis, so it makes the US rate appear higher.
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Source: No Excuses.
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Over the past decade, American youth are spending much more time
watching TV, listening to music, using a computer and playing video
games a total of 7 hours every day in front of a screen.
The only thing they're spending less time doing is reading!
Average time spent with each medium in a typical day among 8-18-year-olds
2009
TV
Music
4:29
2:31
2004
3:51
1:44
1999
3:47
1:48
1:02
Video
Print
Computer games (reading) Movies
1:29
:49
:43 :25
1:13
:38 :25
10:45
8:33
7:29
Note: Countries are ranked in descending order of the percentage of students who read for enjoyment in 2009.
Source: OECD Education at a Glance, 2011, p. 107, www.oecd.org/dataoecd/61/2/48631582.pdf.
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350
400
Science
Math
450
500
550
#16
Avg: 493
300
600
Shanghai
Singapore
Hong Kong
Korea
Taiwan
Finland
Liechtenstein
Switzerland
Japan
Canada
Netherlands
Macao
New Zealand
Belgium
Australia
Germany
Estonia
Iceland
Denmark
Slovenia
Norway
France
Austria
Poland
Sweden
Czech Republic
United Kingdom
Hungary
Luxembourg
Ireland
United States
Portugal
Latvia
Italy
Greece
Mexico
350
400
450
500
550
600
#31
Avg: 496
300
650
Shanghai
Finland
Hong Kong
Singapore
Japan
Korea
New Zealand
Canada
Estonia
Australia
Netherlands
Germany
Liechtenstein
Taiwan
Switzerland
United Kingdom
Slovenia
Macao
Ireland
Poland
Belgium
Hungary
United States
Czech Republic
Norway
Denmark
France
Iceland
Sweden
Austria
Latvia
Portugal
Italy
Luxembourg
Greece
Mexico
350
400
450
500
550
600
#23
Avg: 501
-35-
Source: NAEP and OECD data, in Teaching Math to the Talented, Eric A. Hanushek, Paul E. Peterson and Ludger Woessmann, Education Next, Winter 2010
-36-
Source: National Center for Education Statistics; US Census Bureau; OECD; GovernmentSpending.com; McKinsey analysis;
Appeared in The Economic Impact of the Achievement Gap in America's Schools, McKinsey & Co., 4/09.
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Source: NCES 1999-081R, Highlights From TIMSS. Slide courtesy of Education Trust.
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Source: OECD, Education at a Glance, 2007; 2005 data; Appeared in The Economic Impact of the Achievement Gap in America's Schools, McKinsey & Co., 4/09.
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Source: US Dept. of Education; Bureau of Labor Statistics; The Tuition Is Too Damn High, Washington Post, 8/26/13,
www.washingtonpost.com/blogs/wonkblog/wp/2013/08/26/introducing-the-tuition-is-too-damn-high
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Note: Countries are ranked in descending order of the proportion of students who graduate from tertiary education with at least a first degree.
Source: OECD Education at a Glance, 2013, p. 64, www.oecd.org/edu/eag2013%20%28eng%29--FINAL%2020%20June%202013.pdf
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Note: Countries are ranked in descending order of the percentage of 25-34 year-olds who have attained tertiary education (i.e., earned at least a two-year college degree).
Source: This chart is from the 2011 OECD Education at a Glance (p. 30, www.oecd.org/dataoecd/61/2/48631582.pdf), but in the 2013 OECD Education at a Glance (which didnt
have a chart), the U.S. rose to 43% among 25-34-year-olds, up from 41% among 55-64-year-olds, making the U.S. tied with Sweden and France for 12th among 34 OECD countries
(plus Brazil and Russia) for 25-34-year olds.
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Notes: Countries are ranked in ascending order of the difference in the proportion of 25-34 year-old women and 55-64 year-old women with tertiary education.
Israel and Germany are special cases. The data for the former is skewed by nearly 1 million Russian Jews, most of whom have college degrees, who immigrated to Israel. Excluding
these immigrants, Israel would have shown gains. As for Germany, most students, rather than earning college degrees, enter career training schools where they learn specialized
skills that help make Germany a manufacturing and export powerhouse.
Source: OECD Education at a Glance, 2013, p. 33, www.oecd.org/edu/eag2013%20%28eng%29--FINAL%2020%20June%202013.pdf
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Note: Countries are ranked in descending order of the percentage of 25-34 year-olds who have completed upper secondary education (i.e., high school,
presumably including GED in the U.S.).
Source: OECD Education at a Glance, 2011, p. 32, www.oecd.org/dataoecd/61/2/48631582.pdf.
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Note: Countries are ranked in descending order of womens graduation rates from tertiary-type A education in 2009.
Source: OECD Education at a Glance, 2011, p. 60, www.oecd.org/dataoecd/61/2/48631582.pdf.
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Source: "Wayward Sons: The Emerging Gender Gap in Labor Markets and Education," David Autor and Melanie Wasserman, in NY Times, 3/20/13,
www.nytimes.com/2013/03/21/business/economy/as-men-lose-economic-ground-clues-in-the-family.html.
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Note: Countries are ranked in descending order of the percentage of 25-34 year-olds who have completed upper secondary education (i.e., high school, presumably including GED
in the U.S.).
Source: OECD Education at a Glance, 2011, p. 32, www.oecd.org/dataoecd/61/2/48631582.pdf; China data: The Race That Really Matters: Comparing U.S., Chinese and Indian
Investments in the Next Generation Workforce, Center for American Progress and the Center for the Next Generation, 8/12.
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Source: UNESCO (degrees, enrollment); China finance ministry, via CEIC Data (spending); appeared in The New York Times, 1/16/13,
www.nytimes.com/2013/01/17/business/chinas-ambitious-goal-for-boom-in-college-graduates.html.
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Source: OECD.
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Note: In the figures above, the Raw Gap represents the actual difference in test scores between Black students and white students. The Adjusted Gap represents the remaining inter-ethnic test-score gap after adjusting the data for
the influence of students' background characteristics. Adjusted results control for socioeconomic status, number of books in the home, gender, age, birth weight, WIC participation, and mother's age at birth of first child. All adjusted
gaps are statistically significant at the .05 level. Where the results indicate that the gap is negative, Black children with similar characteristics actually score higher than their white counterparts.
Source: Authors' calculations based on data from the Early Childhood Longitudinal Study Kindergarten Cohort (1998), U.S. Department of Education, appeared in Falling Behind, Fryer & Levitt, Education Next, Fall 2004.
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16%
/Advanced
42%
32%
36%
52%
51%
22%
Source: 2009 data, National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde;
Early Warning! Why Reading by the End of Third Grade Matters (Annie E. Casey Foundation).
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Source: US DOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables, data for public schools;
Appeared in The Economic Impact of the Achievement Gap in America's Schools, McKinsey & Co., 4/09.
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The U.S. overall is 15th in the world on the PISA reading test for 15-year
olds. U.S. Asian girls are #1 while Black boys are last, trailing Mexico.
600
450
400
350
300
-57-
-58-
-59-
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) data, 2007.
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KIPP students
6
0
K
White students
10
11
12
-3
Note: The entire gap achievement gap in kindergarten can be explained by the following background characteristics: socioeconomic status, number of books in the home, gender, age, birth
weight, WIC participation, and mother's age at birth of first child. The widening of the gap cannot be explained by a change in background characteristics.
Sources: Previous slides, KIPP data, Whitney Tilson estimates.
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Latino
Sources: U.S. Dept. of Education, National Center for Education Statistics, Common Core of Data, State-level Enrollment and Degree Attainment Data. U.S. Census
Bureau, 2003 Current Population Survey, Educational Attainment in the United States, June 2004. Slide courtesy of Education Trust.
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60%
50%
46.8%
40.5%
40%
30%
20%
10%
0%
Asian
White
Hispanic
Black
-64-
60%
49.0%
50%
20%
10%
0%
Asian
White
Black
Hispanic
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90%
84%
80%
70%
67%
67%
All students
60%
54%
50%
40%
43%
40%
Students with
disabilities
48%
37%
30%
26%
Black and
Hispanic males
21%
20%
English
Language
Learners
10%
0%
All 9th graders in '02
27%
16%
13%
10%
7%
Post-secondary enrollment
% in year 2 of college
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Notes: 2003 data. Household income limits: Top quartile: $95,040+; 2nd quartile: $62,628-$95,040; 3rd quartile: $35,901-$62,628; Bottom quartile: <$35,901.
Source: www.postsecondary.org/archives/Reports/Spreadsheets/DegreeBy24.htm.
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Source: Inherited Opportunity for Higher Education, Association for Institutional Research, 5/16/06.
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32%
drop out
69%
drop out
Sources: College graduation rates by family income and test scores: analysis of the National Education Longitudinal Study of 1988 by Matthew M. Chingos, Brookings
Institution; share of students who enter and complete college: analysis of National Longitudinal Survey of Youth, 1979 and 1997 by Susan Dynarski and Martha Bailey,
University of Michigan, in Whither Opportunity: Rising Inequality, Schools, and Childrens Life Chances, edited by Greg J. Duncan and Richard J. Murnane;
enrichment spending: Greg J. Duncan and Richard J. Murnane, Whither Opportunity.; chart appeared in: For Poor, Leap to College Often Ends in a Hard Fall, the NY
Times, 12/22/12, www.nytimes.com/2012/12/23/education/poor-students-struggle-as-class-plays-a-greater-role-in-success.html.
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Sources: (left chart) College graduation rates by family income and test scores: analysis of the National Education Longitudinal Study of 1988 by Matthew M. Chingos,
Brookings Institution; share of students who enter and complete college: analysis of National Longitudinal Survey of Youth, 1979 and 1997 by Susan Dynarski and
Martha Bailey, University of Michigan, in Whither Opportunity: Rising Inequality, Schools, and Childrens Life Chances, edited by Greg J. Duncan and Richard J.
Murnane; enrichment spending: Greg J. Duncan and Richard J. Murnane, Whither Opportunity.; chart appeared in: For Poor, Leap to College Often Ends in a Hard
Fall, NYT, 12/22/12; (right chart) Who Gets to Graduate, Paul Tough, NY Times Magazine, 5/15/14.
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Reach
schools
Source: The Missing One-Offs: The Hidden Supply of High-Achieving, Low Income Students, Hoxby and
Avery, www.brookings.edu/~/media/Projects/BPEA/Spring%202013/2013a_hoxby.pdf, cited in How elite
universities are killing the American dream, Matthew O'Brien, The Atlantic, 6/19/13, http://qz.com/95845/howelite-universities-are-killing-the-american-dream; and How Top Students of Different Incomes Apply for
College, NY Times, 3/16/13, http://www.nytimes.com/interactive/2013/03/17/education/How-Top-Students-ofDifferent-Incomes-Apply-for-College.html.
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Source: Pew Economic Mobility Project, www.pewstates.org/uploadedFiles/PCS_Assets/2012/Pursuing_American_Dream.pdf, cited in How elite universities
are killing the American dream, Matthew O'Brien, The Atlantic, 6/19/13, http://qz.com/95845/how-elite-universities-are-killing-the-american-dream
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80%
71%
60%
41%
40%
20%
9%
0%
All students
Start college
Source: Bill & Melinda Gates Foundation, J.P. Morgan Summit on U.S. Education, 2010.
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Notes: Elite colleges are the 146 most selective, as determined by Barron's: Profiles of American Colleges, 24th ed.
Source: Socioeconomic Status, Race/Ethnicity, and Selective College Admissions, Carnevale & Rose, Century Foundation.
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Source: US Dept. of Education; Bureau of Labor Statistics; The Tuition Is Too Damn High, Washington Post, 8/26/13,
www.washingtonpost.com/blogs/wonkblog/wp/2013/08/26/introducing-the-tuition-is-too-damn-high
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Note: Countries are ranked in descending order of expenditure per student by educational institutions in primary education.
Source: OECD Education at a Glance, 2013, p. 165, www.oecd.org/edu/eag2013%20%28eng%29--FINAL%2020%20June%202013.pdf
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When asked to explain the achievement gap, surveys show that most Americans cite lazy, unmotivated
students and parents who don't care about education
But there are many (mostly charter) schools that are generating extraordinary academic success with the
most disadvantaged children, usually selecting students by lottery, spending less money per pupil, and often
sharing the same building as chronically failing schools. We now know that very high-quality schools can
meaningfully change the life trajectories of the great majority of even the most disadvantaged students,
proving that demography is not destiny!
Thus, we must reject a "blame the victim" mentality: children are not failing our schools; rather, our schools
are failing far too many children
However, given that many low-income, minority children enter school with two strikes against them, they
need the best schools and teachers to change their life trajectories but instead our educational system
gives them the worst. They overwhelmingly get the lowest quality teachers and schools
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$602 bn.
1.
2.
3.
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For political reasons, most states have engaged in a race to the bottom
No state set its own reading proficiency standard for fourth-graders at a level that met or exceeded
NAEP's "proficient" standard
34 states set their proficiency standard so low that it falls below the NAEP's "basic" reading level
From 2005-07, 15 states lowered their proficiency standards in fourth- and eighth-grade reading or math,
while only 8 states increased rigor of standards in one or both subjects and grades
Create more choice among public schools and empower parents via a Parent Trigger
Develop effective training and mentoring programs for all teachers, especially new ones,
to ensure that they reach their potential
Introduce differential pay based on three factors: subject areas (e.g., pay math and
science teachers more), "hardship pay" (for those willing to teach in the toughest schools);
and merit (pay top performers more)
3. Measure results
Better measure student achievement and teacher and principal effectiveness by
improving the collection and use of data and establishing rigorous, comprehensive
evaluation systems that include, but are not limited to, test scores
We must eliminate "happy schools" schools in which the students are happy, the
parents are happy, the teachers are happy and the principal is happy the only
problem is that the children can't read!
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40%
35%
Charlotte
Percent of
4th grade
students
proficient or
advanced in
reading
30%
Austin
NYC
Chicago
25%
Boston
20%
15%
San Diego
Atlanta
Houston
DC
LA
10%
Cleveland
5%
0%
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
$13,000
$14,000
$15,000
$16,000
$17,000
In the absence of genuine reform, simply increasing spending has proven to be a waste of money
(e.g., Kansas City); in fact, it can do harm by further entrenching the status quo (e.g., New Jersey)
However, more money is a critical element to grease the wheels of reform
The key is to marry reform with additional resources (e.g., NYC, Washington DC, Austin)
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Hurricane Katrina wiped out the existing school system, one of the worst in
America, which was replaced with a system of choice, primarily via charter
schools, which educate nearly 80% of all students now (soon 100%)
Many of the top school reform organizations in the country made large
investments in New Orleans: KIPP, Teach for America, New Leaders for
New Schools, etc.
The percentage of poor and African American students hasnt changed:
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State District
Performance
Score
State
New Orleans
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Source: "Spotlight on Choice" project by the Scott S. Cowen Institute for Public Education Initiatives at Tulane University, 2011.
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1.
Teacher's Commitment
2.
3.
4.
5.
High Expectations. KIPP schools have clearly defined and measurable high
expectations for academic achievement and conduct that make no excuses
based on the students' backgrounds. Students, parents, teachers, and staff
create and reinforce a culture of achievement and support through a range of
formal and informal rewards and consequences for academic performance and
behavior.
Choice & Commitment. Students, their parents, and the faculty of each KIPP
school choose to participate in the program. No one is assigned or forced to
attend these schools. Everyone must make and uphold a commitment to the
school and to each other to put in the time and effort required to achieve
success.
More Time. KIPP schools know that there are no shortcuts when it comes to
success in academics and life. With an extended school day, week, and year,
students have more time in the classroom to acquire the academic knowledge
and skills that will prepare them for competitive high schools and colleges, as
well as more opportunities to engage in diverse extracurricular experiences.
Power to Lead. The principals of KIPP schools are effective academic and
organizational leaders who understand that great schools require great School
Leaders. They have control over their school budget and personnel. They are
free to swiftly move dollars or make staffing changes, allowing them maximum
effectiveness in helping students learn.
Focus on Results. KIPP schools relentlessly focus on high student performance
on standardized tests and other objective measures. Just as there are no
shortcuts, there are no excuses. Students are expected to achieve a level of
academic performance that will enable them to succeed at the nation's best high
schools and colleges.
Source: www.kipp.org/about-kipp/five-pillars.
We will always teach in the best way we know how and we will do whatever it takes for our
students to learn.
We will always make ourselves available to students and parents, and address any
concerns they might have.
We will always protect the safety, interests, and rights of all individuals in the classroom.
Parents'/Guardians' Commitment
We will make sure our child arrives at KIPP every day by 7:25 a.m. (Monday-Friday) or
boards a KIPP bus at the scheduled time.
We will always help our child in the best way we know how and we will do whatever it takes
for him/her to learn. This also means that we will check our child's homework every night,
let him/her call the teacher if there is a problem with the homework, and try to read with
him/her every night.
We will always make ourselves available to our children and the school, and address any
concerns they might have. This also means that if our child is going to miss school, we will
notify the teacher as soon as possible, and we will carefully read any and all papers that
the school sends home to us.
Student's Commitment
I will always work, think, and behave in the best way I know how, and I will do whatever it
takes for me and my fellow students to learn. This also means that I will complete all my
homework every night, I will call my teachers if I have a problem with the homework or a
problem with coming to school, and I will raise my hand and ask questions in class if I do
not understand something.
I will always behave so as to protect the safety, interests, and rights of all individuals in the
classroom. This also means that I will always listen to all my KIPP teammates and give
everyone my respect.
I am responsible for my own behavior, and I will follow the teachers' directions.
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Voucher and tax credit programs are in effect in only a few areas.
School choice, in the form of tuition vouchers and tax
credit scholarships, redirects the flow of education
funding, channeling it directly to individual families
rather than to school districts, which allows families
to select the public or private schools of their choice
and have all or part of the tuition paid
Most voucher programs are carefully targeted at
disadvantaged students (disabled, low income,
and/or attend chronically failing schools)
Voucher programs have a long and successful
history in this country: G.I. Bill, Pell Grants, Town
Tuitioning in Maine and Vermont
Vouchers are enormously popular with students and
parents
Studies are mixed, but many show that vouchers
benefit students who take advantage of them and
that public schools respond to the competition, so
even the students "left behind" benefit from them
Food stamps are vouchers that don't require the
recipients to shop at only certain supermarkets; ditto
for HUD's Housing Choice (Section 8) Vouchers
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Charter schools provide critical lifelines for needy children, and are
also laboratories of innovation and models for change
If they fail to deliver them, then they can lose the right to occupy the
building and teach the children and other adults can be brought in
For the foreseeable future, however, the vast majority of children will
continue to be educated at their local public school
First and foremost, parents don't want choice they want a good
neighborhood school!
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Only people with means can afford to opt out of the public
schools
It takes many years for teachers to earn tenure, and the process
is generally rigorous and competitive
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Wal-Mart
- Over 2 million employees worldwide, including 1.4 million in the
U.S.
- How does Wal-Mart manage its workforce?
The NYC police department
The number of murders declined by 81% from 1990-2012
How was it turned around?
Doctors
How do we select, train, evaluate and reward doctors?
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"Teacher effects are much stronger than class-size effects. You'd have to cut the average
class almost in half to get the same boost that you'd get if you switched from an average
teacher to a teacher in the 85th percentile."
Malcolm Gladwell, Most Likely to Succeed (www.gladwell.com/2008/2008_12_15_a_teacher.html)
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As a rough guideline, parents should be willing to pay about 25% of their childs income at age
28 to switch their child from a below-average (25th percentile) to an above-average (75th
percentile) teacher.
Overall, our study shows that great teachers create great value perhaps several times their
annual salaries and that test score impacts are helpful in identifying such teachers.
Source: The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthoood, Chetty, Friedman, Rockoff, National Bureau of Economic Research, 12/11.
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Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Slide courtesy of Ed Trust.
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Three years later, one group vastly outperformed the other. The
only difference: Group 1 had three effective teachers, while Group
2 had three ineffective teachers (results were similar in reading).
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Slide courtesy of Ed Trust.
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Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Slide courtesy of Ed Trust.
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Source: Identifying Effective Teachers Using Performance on the Job, Hamilton Project, April 2006.
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Notes: 10th grade students at non-selective Boston public schools; average student scores prior to 10th grade were comparable
(670-687 range); excluded bilingual and special education students.
Source: Boston Public Schools, Bain & Company, 3/31/98.
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Source: Eric Hanushek, cited by Malcolm Gladwell, Most Likely to Succeed (www.gladwell.com/2008/2008_12_15_a_teacher.html).
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1.
2.
-121-
Source: Thomas D. Snyder, et al., Digest of Education Statistics 1997, U.S. Department of Education, p. 135; Tyce Palmaffy, "Measuring the Teacher Quality Problem," in Better Teachers,
Better Schools, edited by Marci Kanstoroom and Chester E. Finn, Jr., Thomas B. Fordham Foundation, pp. 21-22; Robin R. Henke, et al., Out of the Lecture Hall and into the Classroom:
1992-1993 College Graduates and Elementary/Secondary School Teaching, U.S. Department of Education, p. 58; Your Child Left Behind, Amanda Ripley, The Atlantic, 12/10.
-122-
Source: Teaching at Risk-Progress and Potholes, The Teaching Commission, March 2006.
-123-
Source: General Test Percentage Distribution of Scores Within Intended Broad Graduate Major Field Based on Seniors and
Nonenrolled College Graduates, Educational Testing Service, www.ets.org/Media/Tests/GRE/pdf/5_01738_table_4.pdf.
-124-
-125-
-126-
Tap talent pipelines like Teach for America and KIPP that have a proven ability to recruit and retain highly
effective teachers
-
In 2010, 11% of all Ivy League seniors applied to Teach for America
A 2010 study of California's 15 largest school districts revealed that "if seniority-based layoffs are applied for teachers
with up to two years' experience, highest-poverty schools would lose some 30% more teachers than wealthier schools,
and highest-minority schools would lose 60% more teachers than would schools with the fewest minority students"
Hire/train better principals and give them more control over their staff
Ensure that the placements of voluntary transfers and excessed teachers are based on the mutual consent of the
teacher and receiving school
-
End the "dance of the lemons" (aka, "pass the trash" and "the turkey trot")
Introduce differential pay (e.g., pay more to the most effective teachers, teachers willing to teach in the schools
with the greatest concentration of the most disadvantaged students, and hard-to-find teachers, such as those in
math, science and special ed)
Improve the recruiting process: make it more selective, hire teachers earlier in the year
Developed value-added systems to better measure teacher effectiveness and identify the most effective and
ineffective teachers
-
Streamline the process of removing ineffective teachers, while maintaining appropriate protections against
arbitrary firings
Source: Unintended Consequences, The New Teacher Project, 11/05; The Center for Reinventing Public Education, www.crpe.org/cs/crpe/view/csr_pubs/340.
-128-
-129-
-130-
-131-
All Schools
High-poverty
Schools
(50% or more)
Low-poverty
Schools
(15% or fewer)
High-minority
Schools
(50% or more)
Low-minority
Schools
(15% or fewer)
-132-
-133-
-136-
-138-
As one Southern governor said: "There's only one thing you have to know about
politics in my state. Every teacher has every summer before every election off."
-139-
Increase spending and reduce class size (e.g., more money to more teachers)
Maintain a seniority-driven system, especially in the case of layoffs
Oppose differential pay for teachers, other than for certifications and seniority
Weaken charter schools and reduce their number
Vehemently oppose any type of voucher/tax-credit program
Fight for rapid tenure and greater job security (e.g., make it difficult to remove any
teachers, even the most ineffective ones)
Oppose systems to measure teacher effectiveness
Defeat politicians and school superintendents who are serious about reform
Water down or, ideally, kill NCLB
It's important to understand the difference between teachers who in many cases
are doing heroic work and their unions
For example, when asked whether seniority should be the sole factor considered when
determining who should be laid off (a union priority), 74% of teachers say no, including
64% of tenured teachers and 55% of teachers with 20+ years seniority
Teachers are forming alternative organizations like Educators4Excellence to represent
their views and challenge their unions
Over the years, the teachers' unions' behavior has become less and less like a
professional association such as the American Bar Association or American Medical
Association, and more and more like the longshoreman's union
-140-
School reformers must make it clear that they, not the unions, are the
ones who are putting the interests of children first
-141-
-144-
-145-
General/STEM
(30 points/6%)
Support High-Performing
Charters (40 points/8%)
Providing high-quality pathways for aspiring teachers and principals (21 points)
Improving teacher and principal effectiveness based on performance (58 points)
Ensuring equitable distribution of effective teachers and principals (25 points)
Improving effectiveness of teacher and principal preparation programs (14 points)
Providing effective support to teachers and principals (20 points)
Articulating state's education reform agenda and LEAs' participation in it (65 points)
Building strong statewide capacity to implement, scale up, and sustain proposed plans (30 points)
Demonstrating significant progress in raising achievement and closing gaps (30 points)
-146-
Be informed
- You have to know what's going on at the local, state and national level
- Join my email list and I'll do the work for you just email me at WTilson@tilsonfunds.com
Support grassroots programs, but also become politically active on this issue
- Showing up at political events and writing checks to politicians isn't sexy (and only
political junkies like me think it's fun), but it is by far the most leveraged way to bring
about large-scale change that benefits large numbers of children
Let your voice be heard at events and in the press
Increase the percentage of your philanthropy that goes toward advocacy
School Choice Rally in Tallahassee, FL, March 2010
Build in the costs of advocacy (particularly parent advocacy)
into school budgets
- The education reform movement overall has done a
terrible job of organizing our greatest political asset: our
parents (there are a few notable exceptions: Eva
Moskowitz with Harlem Parents United; Steve Barr and
Green Dot in Los Angeles; John Kirtley in Florida)
Meet regularly with politicians and decision-makers, attend
political fundraisers and ask tough questions, and contribute to
politicians who are helpful and hold those who aren't
accountable
Host a showing of Waiting for "Superman"
Bring people to visit local high-performing schools such as certain charter schools
- People don't really understand charter schools and what is possible with even the most disadvantaged kids until
they see it with their own eyes
Join DFER (www.dfer.org), sign our statement of principles & become part of the team!
-147-147-
-148-
-149-
-150-
By Whitney Tilson
12.
13.
14.
15.
Progress is possible
The governments obligation
Steps to fixing the system
The importance of effective school leaders
More on teacher quality and distribution
The impact of lockstep pay for teachers
Other steps to improve teacher quality
The importance of high standards
End social promotion
The hidden teacher spending gap
Seven big myths
Page 2
Page 6
Page 7
Page 8
Page 11
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-1-
Source: National Assessment of Educational Progress (NAEP), various years, 20032009 Trial Urban District Reading Assessments,
http://nationsreportcard.gov/math_2009/district_g4_motion.asp.
-2-
Over the past six years, Black and Hispanic 4th graders in
Boston and NYC have made great strides in math
Source: National Assessment of Educational Progress (NAEP), various years, 20032009 Trial Urban District Reading Assessments,
http://nationsreportcard.gov/math_2009/district_g4_motion.asp.
-3-
Source: National Assessment of Educational Progress (NAEP), various years, 20032009 Trial Urban District Reading Assessments,
http://nationsreportcard.gov/math_2009/district_g4_motion.asp.
-4-
-5-
-6-
In Good to Great, Jim Collins contrasts the culture of discipline inside truly great
organizations with those of struggling competitors. The highly successful companies found a
"hedgehog concept" - what they could be the best in the world at - and they slowly,
methodically built their business around this concept, gaining momentum each year. The
image Collins uses to describe this momentum buildup is of the great companies pushing a
huge flywheel; the first three, five, 15, 100 turns take exceptional effort, but once the flywheel
is turning, the momentum makes it easier for each turn to go faster with less effort. The
pattern within these companies creates sustained excellence: steps forward consistent with
hedgehog concept, accumulation of visible results, personnel energized by results, flywheel
builds momentum, steps forward consistent with the hedgehog concept.
In contrast, the companies with chronically poor results were caught in devastating "doom
loops" that were characterized by a familiar yet highly destructive pattern: disappointing
results, reaction without understanding, new direction/program/ leader/event/fad, no
accumulated momentum, disappointing results. Collins writes:
Instead of a quiet, deliberate process of figuring out what needed to be done and
then simply doing it, the (poorly performing) companies launched new programs often with great fanfare and hoopla aimed at 'motivating the troops' - only to see the
programs fail to produce sustained results. They sought the single defining action,
the grand program, the one killer innovation, the miracle moment that would allow
them to skip the arduous buildup stage and jump right to the breakthrough.
-7-
Nine out of 10 times, the person that is coming is not succeeding in his or her
school . . . [E]veryone wants to keep their good teachers. Urban Principal
Source: Unintended Consequences, The New Teacher Project, 11/05
-9-
Principals sign performance agreements that lay out principals new powers,
resources, and responsibilities in exchange for:
There are annual assessments and each school receives a progress report and
overall letter grade (A through F)
Networks will choose network support leaders who will work with small teams to help
principals learn from each other and solve problems
An Integrated Service Center will support the network support teams
Schools that receive a grade of D or F (or a grade of C in three consecutive years) are
subject to consequences, including the use of intervention teams and leadership changes
Empowerment School principals will form into networks of no more than 20 schools
For each school, $100,000 in newly unrestricted funds and about $150,000 in in funds previously
managed centrally on behalf of the school
Fewer administrative requirements and reduced reporting and paperwork
A significant voice in selecting and evaluating a dedicated support team charged with serving each school.
Each dedicated support team will be a partner for principals, assuring that schools needs are satisfactorily
met
-10-
100%
15%
31%
75%
Percent of
Students
50%
39%
50%
30%
30%
29%
26%
25%
55%
39%
32%
24%
1. % of Teachers with
Emergency/Provisional Certification
2. % of Teachers from
More/Most Selective
Colleges
3. % of Teachers With
at Least 4 Yrs of
Experience
4. % of Teachers
Failing Basic Skills
Test on 1st Attempt
5. Teachers Average
ACT Composite and
English Scores
0%
Lowest TQI
Not / Least
College Ready
Somewhat / Minimally
College Ready
Highest TQI
More / Most
College Ready
Source: Teaching Inequality, Education Trust, June 2006; Presley, J. and Gong, Y. (2005). The Demographics and Academics of College
Readiness in Illinois. Illinois Education Research Council.
-12-
75
% of Students
Most/More Ready
50
25
18 20
81
76
67
57
52
48
42
25
21
16
11
6
Algebra II
Lowest Quartile
Lowest
10%
TQI
Lowest
11-25%
TQI
Trigonometry or
other advanced math
LowerMiddle
TQI Quartile
Calculus
UpperMiddle
TQI Quartile
Source: Teaching Inequality, Education Trust, June 2006; Presley, J. and Gong, Y. (2005). The Demographics and Academics of College
Readiness in Illinois. Illinois Education Research Council.
Highest
TQI
Quartile
-13-
50%
40%
31%
28%
20%
19%
14%
16% 18%
0%
Math
Science
English
Social Studies
-14-
25%
Percentage of
Inexperienced
Teachers
21%
20%
11%
10%
0%
High-poverty schools
Low-poverty schools
High-minority schools
Low-minority schools
*Teachers with 3 or fewer years of experience. High and low refer to top and bottom quartiles.
Source: National Center for Education Statistics, Monitoring Quality: An Indicators Report, December 2000. Slide courtesy of Ed Trust.
-15-
-16-
The 10% of public schools in New York State with the highestincome students have almost no teachers who attended leastcompetitive colleges
In the 10% of public schools with the lowest-income students,
more than 30% of teachers attended least-competitive colleges
Minority students in New York are more than twice as likely as
white students to be taught by teachers from the least-competitive
colleges
-17-
-19-
Sources: Teaching at Risk-Progress and Potholes, The Teaching Commission, 3/06; Teacher Pay Reforms, Center for American Progress, 12/06.
-20-
Source: Wage Distortion, Hoxby and Leigh, Education Next, Spring 2005.
-21-
Source: Wage Distortion, Hoxby and Leigh, Education Next, Spring 2005.
-22-
For example, to pay a teacher in New York City more for exceptional
duties, the following steps are required:
1. An audit is conducted
2.
The Division of Human Resources reviews the audit
3.
The United Federation of Teachers is consulted
4.
The chancellor approves the salary; and
5. Any disagreement is arbitrated
-23-
-24-
Source: Identifying Effective Teachers Using Performance on the Job, Hamilton Project, April 2006.
-25-
-26-
But they were reformed because people were dying in the care of poorly
trained doctors
People die (or end up in jail, on welfare, or lead ruined lives) when poorly
trained teachers fail to educate, so there needs to be a similar hue and cry to
reform or shut down the many ed schools of quackery
Source: Educating School Teachers, The Education Schools Project, Arthur Levine, 9/06; www.edschools.org/teacher_report.htm.
-27-
-28-
One of the biggest flaws of No Child Left Behind is that it lets states
set their own bar for proficiency/passing
To their everlasting shame, the vast majority of states engaged in a
race to the bottom so politicians and educators could tell the public
that the vast majority of students were doing well when they
werent
One of the few exceptions was Massachusetts, which set high,
internationally benchmarked standards, developed rigorous tests
(MCAS) and publicizes each schools results.
As a result, Massachusetts students are doing exceptionally well if
it were a country, it would be among the top 5 in the world
At about the same time, neighboring Connecticut, which had similar
demographics and performance, adopted loosey-goosey watereddown standards and has now fallen far behind Massachusetts
-29-
-30-
Source: Getting Ahead by Staying Behind, Greene and Winters, Education Next, Spring 2006.
-31-
Source: Californias Hidden Teacher Spending Gap: How State and District Budgeting Practices Shortchange
Poor and Minority Students and Their Schools, Education Trust, 3/05.
-32-
The states high-minority districts receive $1,797 less per pupil than
schools in its low-minority districts
$44,925 less for a classroom of 25
$718,800 less for a school of 400
Source: Education Trust calculations based on U.S. Department of Education school district revenue data for the 2001-2002 year.
-33-
Of the 50 largest school districts in California, 42 of them (84%) spend less on teachers in
schools that are in the top quartile of low-income and minority students (compared to
schools in the bottom quartile)
The gaps are even larger in the 10 largest school districts in California, which account for
22% of all public school students in the state
At schools in the top quartile of poverty, the average salary gap is $2,576/teacher/year or
$87,584/year for a typical school with 34 teachers
At high minority schools, the gap is even larger: $3,014/teacher/year or $102,476/year for a typical
school
Conclusion: For a student in high schools serving mostly Latino and African-American
students, the estimated average teacher salary is $4,119 less per teacher than in a high
school serving the fewest minority students. Assuming this student has six teachers a day,
he is taught by teachers paid $24,714 less per year than his counterparts. Over the course
of a four-year high school career, $98,856 less is spent on his teachers as compared to
the teachers teaching in schools serving the fewest concentrations of Latino and AfricanAmerican students. If this student attended the schools serving the highest numbers of
Latino and African-American students from the time of kindergarten through high school,
California will have spent a total of $172,626 less on all of his teachers (K-12) than on the
K-12 teachers in schools with the fewest Latino and African-American students.
Source: Californias Hidden Teacher Spending Gap: How State and District Budgeting Practices Shortchange
Poor and Minority Students and Their Schools, Education Trust, 3/05.
-34-
-35-
-36-
-37-
90
80
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
Percent FRPL
Percent of Students
Who Qualify for
Free or Reduced-Price Lunch
Source: Education Trust analysis of data from National School-Level State Assessment Score Database (www.schooldata.org).
-38-
Some schools
are delivering
high student
performance in
spite of low
income levels
100
90
80
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
Percent of Students
Who Qualify for
Percent FRPL
Free or Reduced-Price Lunch
100
-39-
100
90
80
70
60
50
40
30
20
10
0
0
10
20
30
40
50
60
70
80
90
100
-40-
Filled with vivid anecdotes, recent books such as The Overachievers: The Secret Lives of Driven
Kids and The Case Against Homework: How Homework is Hurting Our Children and What We Can
Do About It, have led to the widespread misperception that American children are being overworked
However, the facts show that, with the exception of a small number of schools and parents, not
enough is being demanded of students
71% of U.S. students told the Public Agenda Foundation in 2006 that they do the bare minimum to
get by and only two in 10 students say they have too much homework
A 1995 study showed that American students spend on average just 1.7 hours a night on homework,
compared with 2.7 hours for students in other nations
Not coincidentally, however, U.S. 12th graders who took advanced math and science reported having
homework more often than their international peers
Another study by Brookings (2003) found that typical American students spent an hour a day on
homework a pattern unchanged in the past quarter-century
Only 5% of American schoolchildren have more than two hours of homework per night
Almost half of high school students acknowledge that they should do homework, but don't The
Homework Myth, Martin Davis, NY Post, 8/27/06
UCLA's Higher Education Research Institute regularly asks about 400,000 college freshmen how
much homework they did in high school. About two-thirds say only an hour a night or less.
Remember, these are the homework habits of students who went on to college. Too Few
Overachievers, Jay Mathews, Washington Post, 8/21/06
The University of Michigan Institute for Social Research collects time diaries from American
teenagers. These documents make clear our youth are not taking long walks in the woods or reading
Proust. Instead, 15- to 17-year-olds on average between 2002 and 2003 devoted about 3 1/2 hours a
day to television and other "passive leisure" or playing on the computer. (Their average time spent in
non-school reading was exactly seven minutes a day. Studying took 42 minutes a day.) Mathews
-41-
Myth #3: Students Are Worse Off Today Than in the Past
(And Therefore Schools Arent to Blame for their Failure)
Fact:
Students are better off today
-42-
Source: The Teachability Index: Can Disadvantaged Students Learn?, Greene, Forster, 9/04; www.manhattan-institute.org/html/ewp_06.htm#01.com.
-43-
Sources: Chart 1: Savage Exaggerations, Marcus Winters, Education Next, Spring 2006
Chart 2: Top 25 school districts of over 10,000 students in per-pupil spending, 2002-03 school year, US Census Bureau, March 2005.
-44-
Percent
of 8th
grade
students
proficient
or above
in math
35
Austin
Charlotte
30
Boston
25
20
15
Los Angeles
San Diego
Houston
Chicago
Atlanta
10
Cleveland
DC
0
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
-45-
-46-
Spending More Money Even A Lot More Money Does Not Lead to Improved
Student Achievement Unless It is Accompanied by Major Reforms
Kansas City Case Study
"Sometimes we even crank up the intensity with which we write these checks, but because
the system is built in a way that puts other needs ahead of children, our students don't
benefit. In Kansas City, Missouri, where tumultuous conditions wore out 20 school
superintendents in 30 years, a court ordered that an extra $2 billion be spent over a dozen
years [$167 million/year] (between the mid-1980s and late 1990s) as a supplement to the
district's $125 million per year operating budget to improve education for minority
students. School officials used the unprecedented cash infusion to boost teacher salaries
and build 15 new schools [both among Kozol's big recommendations]. They included such
pricey luxuries like an Olympic-size swimming pool with an underwater viewing room,
television and animation studios, a robotics lab, a 25-acre wildlife sanctuary, a zoo and a
model United Nations chamber with simultaneous translation capability. Unfortunately, after
a dozen years very little had really changed and the district still failed to meet any of the
state's performance standards. Structure matters in education, particularly when school
systems are configured in ways that assure that the needs of adults are addressed first and
foremost. Cheating Our Kids
Fifteen years and $2 billion later, the schools were no more racially integrated than in
1985, and despite a student-teacher ratio of thirteen to one (among the lowest in the nation),
test scores were just as dismal. A local attorney who had served as a court-appointed
monitor for the program summed it all up: The only things we have to show for $2 billion in
new educational spending in Kansas City are beautiful buildings, highly paid, grossly
inadequate teachers and a huge administrative staff that I estimate has cost us $43
million.Even Professor Gary Orfield of the Harvard Graduate School of Education, one of
the countrys staunchest proponents of court-ordered desegregation remedies, admits that
Kansas City is a very, very sad story. They really cant show much of anything, though they
spent $2 billion. No Excuses
-47-
Source: No Excuses.
-48-
-49-
-50-
Sources: Relationships Between Class Reduction, New Teachers and Student Achievement, PPI, 6/02; No Excuses.
-51-
Facts:
Some teachers are indeed underpaid, but overall teachers are
quite well paid
And have excellent benefits
-52-
Clergy
Social worker
PRIVATE SCHOOL TEACHER
Legal asst.
All white collar
Editor/reporter
Nurse
Librarian
Physical therapist
Architect
All prof. specialty & technical
Psychologist
Mechanical engineer
PUBLIC SCHOOL TEACHER
Physicist
Nuclear engineer
Dentist
Lawyer
Doctor
$-
$10
$20
$30
Hourly Wages
$40
$50
Source: How Much Are Public School Teachers Paid?, Greene & Winders, January 2007, www.manhattan-institute.org/html/cr_50.htm.
$60
-53-
Source: Is There a Qualified Teacher Shortage?, Michael Podgursky, Education Next, Spring 2006.
-54-
Facts:
NCLB requires much-needed performance measurement
Creates much-needed accountability, which is leading to
Much-needed improved performance
And the cost is small relative to other reform measures
-55-
The central aim of NCLB is to make every public-school student proficient in reading and math by the
year 2014. It has three core principles:
1. A core principle of NCLB is that every student must reach the desired level of performance: no
group of studentsminority, disabled, poor, limited English proficient, mobileshould be left
behind.
2. Another core principle of NCLB is that every child is capable of attaining proficiency, defined in an
appropriate way. Thus, while progress is important, NCLB deliberately emphasizes reaching
proficiency, not making gains each year, regardless of past performance. NCLB provides no special
recognition to students or schools that exceed the minimum. This is not a good thing or a bad thing,
but it clearly demonstrates that the focus of NCLB is on bringing low-achieving students to a sound
level of academic achievement.
3. A third principle of NCLB is that it works through the states, long the workhorses of the countrys
education system. States and localities provide more than 90 percent of funding for schools, so it
makes sense for them to exercise control. Furthermore, with fewer schools to watch, states are in a
much better position than the federal government to monitor multiple targets. Thus, even though
NCLB monitors only proficiency, it encourages states, in their own accountability systems, to
reward schools that make gains along the entire spectrum of achievement. Inadequate Yearly
Progress, Hoxby, Education Next, Summer 2005
Passed with strong bipartisan support in 2001 [Ted Kennedy was one of the sponsors], the law
requires states to develop accountability goals and use a standardized test to measure whether
students are reaching those goals. NCLB provides sanctions for schools that fail to make adequate
gains for several years in a row. These include the diversion of a portion of schools federal subsidies
to tutoring for failing students, and allowing students to transfer to other public schools. States are also
held accountable for their overall performance through the diversion of portions of their federal funding.
Education Myths
-56-
-57-
-58-
Source: Do We Need to Repair the Monument?, John Chubb, Education Next, Spring 2005.
-59-
-60-
The Importance of
Political and Community Advocacy
-62-
Baltimore
School System
11,414
Detroit
13,659
18,822
(Chrysler)
Washington DC
5,756
14,235
(Georgetown)
1995 data
-63-
-64-
Source: Testimony of Douglas J. Besharov, American Enterprise Institute to the U.S. Commission on Civil Rights, July 15, 2005.
-65-
Source: Testimony of Douglas J. Besharov, American Enterprise Institute to the U.S. Commission on Civil Rights, July 15, 2005.
-66-
-67-
-69-
-70-
-71-
-73-
Recommended Reading
-74-
Page 2
Page 8
Page 18
Page 33
Page 43
Page 46
Page 53
Page 62
-1-
Achievement Gap #1
Despite a doubling of spending over the
past 30+ years, our students achievement
has barely budged and we are falling
further and further behind other countries
-2-
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results,
data available at http://www.oecd.org/. Slide courtesy of Ed Trust.
e
M exi c
o
Tu rke
y
Greec
Ita ly
Cana d
a
Bel giu
m
Switz e
rla nd
New Z
e ala n
d
Aus tra
l ia
Cze ch
Re pub
lic
Ic ela n
d
Denm
ark
Fra nc
e
Swed
en
Aus tria
Germ
any
Ire lan
d
OECD
Avera
ge
Slo va
c k Re
pub lic
Norwa
y
Lu xem
bo urg
Pol an
d
Hung a
ry
Spa in
Unit ed
St ates
Port ug
al
J apan
Neth e
rla nds
Kore a
Fi nlan
d
550
500
450
400
350
300
-3-
600
550
500
450
400
350
Tu rk
ey
Port u
gal
Gree
ce
Mexi
co
Ita ly
d
Aust
ral ia
Cana
da
Cze c
h Re
pub li
c
Denm
ark
Sw e
de n
Germ
any
OEC
D AV
ERA
GE
Aust
ria
Icela
nd
Fra n
ce
Slo v
ak R
ep ub
l ic
Norw
ay
Hung
ary
Lu xe
mbo
urg
Ire la
nd
Pol a
nd
Unit e
d St a
tes
Spa i
n
Fi nla
n
erla n
ds
Ze al
a nd
New
erla n
d
Neth
Switz
Japa
n
Kore
a
Bel g
iu m
300
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org. Slide courtesy of Ed Trust.
-4-
erla n
d
ark
Swed
en
Aust
ria
Hung
ary
OEC
D AV
ERA
GE
Slo va
k Re
p ubl i
c
Lu xe
mbo
urg
Ire lan
d
Icela
nd
Pol a
nd
Norw
ay
Unit e
d St a
tes
Spa i
n
Port u
gal
Ita ly
Gree
ce
Tu rk
ey
Mexi
co
Denm
Fra n
ce
Aust
ral ia
Germ
any
New
Ze ala
nd
Switz
Japa
n
Kore
a
Bel g
iu m
Neth
erla n
ds
Fi nla
nd
Cze c
h Re
pub li
c
Cana
da
600
550
500
450
400
350
300
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/. Slide courtesy of Ed Trust.
-5-
Science Performance
80%
60%
40%
20%
0%
Grade 4
Grade 8
Grade 12
-6-
-7-
Achievement Gap #2
The achievement of low-income, minority
students is dramatically worse than their
better-off peers
This achievement gap widens the longer
students are in school
-8-
19
80%
60%
47
55
Prof/Adv
47
Basic
49
Below Basic
40%
42
20%
40
32
0%
Black
35
Latino
10
10
White
Asian
Source: 2005 data, National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
-9-
13 14 16 15 16
21
80%
28
42 38
60%
29
42
39
35
40%
60
20%
41 41 42 37 36 34
45 46
56
43 37
43 39
25
16 21
33
41
38
Prof/Adv
Basic
Below Basic
30
21 27
la
c
B kla 4
B ck th
la ck 8t
La -1 h
ti 2
La no th
ti -4t
La n
h
ti o-8
n
o t
W -1 h
hi 2t
W te- h
h 4
W it e t h
hi -8
te t
A -1 h
si 2
an th
A
si -4
A an th
si an 8t
-1 h
2t
h
0%
Source: 2002 data, National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
-10-
31 26 29
37 33 39
33 34
20
33 41 34
60%
53
40%
20%
46 42
63 69 68
40
34 44
Prof/Adv
Basic
Below Basic
54 59 57
21 24 26 27 25 23
la
c
B kla 4
B ck th
la ck 8t
La -1 h
ti 2
La no th
ti -4t
La n
h
t i o -8
n
o t
W -1 h
hi 2t
W te- h
h 4
W it e t h
hi -8
te t
A -1 h
si 2
an th
A
si -4
A an th
si an 8t
-1 h
2t
h
0%
Source: 2000 data, 4th grade data for Asians not available in 2002; National Center for Education Statistics, NAEP Data
Explorer, http://nces.ed.gov/nationsreportcard/nde/
-11-
14 13 8 17 17 13
80%
60%
50
63 61
60 57
51
57 52
41
20%
23 26
10 10
Basic
52 48
36
21
7 12
Prof/Adv
Below Basic
24
la
c
B kla 4
B ck th
la ck 8t
La -1 h
ti 2
La no th
ti -4t
La n
h
t i o -8
n
o t
W -1 h
hi 2t
W te- h
h 4
W it e t h
hi -8
te t
A -1 h
si 2
an th
A
s i -4
A an th
si an 8t
-1 h
2t
h
23 27
50
51
40%
0%
26
34 38 27 41 41
Source: 2005 data, National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
-12-
Percent of Students
% of
Students
0%
200
250
300
350
-13-
75%
77%
Asian
White
70%
60%
50%
47%
42%
40%
30%
20%
10%
0%
Latino
Black
Note: The percentage of students statewide who entered the ninth grade in 1997 earned a standard diploma within 4 years.
Source: The Education Trust * EdwatchOnline 2004 * State Summary Report
-14-
All State
Functions
Corrections
Source: Justice Expenditure and Employment in the U.S., Sidra Gifford, Bureau of Justice Statistics
-15-
Texas , 1985-2000
400%
400%
350%
350%
300%
300%
250%
250%
346%
184%
200%
200%
150%
150%
100%
100%
50%
50%
0%
0%
-50%
-16%
Higher education
spending
24%
-50%
Prison spending
Higher education
spending
Prison spending
Source: Cellblocks or Classrooms?The Funding of Higher Education and Corrections and It's Impact on African American Men,
Justice Policy Institute, 8/02; http://www.justicepolicy.org/reports/report-b-cellblocks.html
-16-
$ in Millions
$500.0
Connecticut
Spent
More
for
Under the Proposed Budget, Connecticut Will Be
Spending Than
More for Corrections
Than Education
Higher
Corrections
Higher
Education in 2007 for the First Time*
for the First Time in 2007
$400.0
$300.0
$200.0
$100.0
03
02
01
00
99
98
97
96
95
94
93
92
91
Corrections
$600.0
06
$700.0
04
(p
r
07 op 05
( p o se
ro
po d)
se
d)
$-
Higher Education
$ in Millions
$500.0
$400.0
$300.0
$200.0
$100.0
Corrections
(p
07 r op 05
( p os
r o ed
po )
se
d)
04
06
03
02
01
00
99
98
97
96
95
94
93
92
91
$-
Higher Education
-17-
Creating Alternatives
Case Study: Charter Schools
-18-
-19-
Y
N
TX
C
N
M
N
A
PA
I
W
FL
M
I
O
H
O
C
et
ro
it
AZ
.O
rle
an
D s
ay
to
n
0%
-20-
Contrary to popular perception, charter schools do not cream the best students.
Charter school students performed worse, relative to their fellow students, when
they were in regular schools prior to attending charter schools.
-- 4.5 NPR points worse in reading and 6.7 points worse in math
Source: Gray Lady Wheezing, Howell and West, Education Next, Winter 2005; Caroline M. Hoxby, Harvard University
-21-
62%
14
Number of Studies
12
10
23%
6
15%
4
0
Charter schools
lagged
Equal
Charter schools
better
-22-
-23-
Source: An Academic Impact Analysis of the Knowledge is Power Program (KIPP), Educational Policy Institute, August 2005
-24-
-25-
Math
Writing
90%
90%
90%
80%
80%
80%
70%
70%
70%
60%
60%
60%
50%
50%
50%
40%
40%
40%
30%
30%
30%
20%
20%
20%
10%
10%
10%
0%
0%
New Haven
Connect icut
6th Grade
8th Grade
Amist ad
0%
New Haven
Connect icut
6th Grade
8th Grade
Amist ad
New Haven
Connect icut
6th Grade
Amist ad
8th Grade
Source: www.achievementfirst.org
-26-
"These Kids" CAN Learn. Amistad Academy's students, who are 98 percent African-American
or Latino and 84-percent free/reduced lunch, outperformed the Connecticut state average in
every subject tested. Since Amistad's students were selected by a blind lottery run by the New
Haven Public Schools and the school has a higher percentage of poor and minority students than
the district as a whole, the argument that poor, minority students cannot achieve seems clearly
false. Our measure of success will never be to do just a little bit better or to compare ourselves
only to other schools serving poor, minority students. We are not interested in reducing the
achievement gap; we want to close it. Every Achievement First school will be expected to raise
student achievement to at least the state average within three years, and each AF school will be
expected to have 90 percent of all students who have been at the school for five or more years at
or above the proficiency level in all tested subjects. These will always be our most important
metrics. All Achievement First schools will also be unapologetically college preparatory.
2.
Leadership Matters Mightily. Great leadership at the school site is the most vital variable for
institutional success [so] Achievement First will aggressively recruit the finest educational
professionals to lead its schools. As Achievement First grows, we will consciously and
systematically groom our best teachers to assume leadership roles, providing them with the finest
training in the nation.
3.
Teachers Are More Important Than Curricula... In the past 50 years, policymakers and
superintendents have tried (in vain) to fix American education by changing curricula and
programs. The result has been wave after wave of educational fads and a lack of attention on
who is in front of the classroom. Unfortunately, all of this often misguided energy around program
has obfuscated a dirty little secret in American education: the teachers in front of the student
aren't always good enough. The number one predictor of student achievement is teacher quality.
The message is clear: Get great teachers in front of students, and they will have great results.
What does this mean for Achievement First? Achievement First will aggressively recruit some of
the finest teachers in America. We have already developed a rigorous recruiting process, a
comprehensive plan for casting a wide net to increase the candidate pool, and a two-year
professional development program to rapidly accelerate the skills of rookie and early-career
educators.
Source: www.achievementfirst.org/about.lessons.html
-27-
...But Some Curricula Are Better Than Others. There is a remarkable similarity among the
curricular of the schools that have closed the achievement gap are in terms of curriculum. All are
intensely standards-based, taking away the endless debate about what is taught, an ceaseless
discussion that cripples most schools. We have done extensive research to find the best curricula,
visiting high-performing schools, talking to experts and curriculum reps, and reading the research
literature. Through the process, we have picked or developed curricula that have a proven track
record of producing dramatic student achievement. We do not believe in taking chances with
children's futures; instead, we have picked the best curricula, and we will invest extensively in the
professional development of our teachers so that they know these curricula well. A great curriculum
combined with the knowledge and skill of a master teacher is a winning combination.
5.
"Mere Mortals" not "Superhumans". We also recognize that almost all of the high-performing
charter schools, including Amistad Academy, have relied on one or more "heroic leaders" who
combine an incredible 75-plus-hour-a-week work ethic and a charismatic leadership style.
Achievement First does not believe that a "heroic leader" is necessary in every school. In fact, we
think that "heroic leaders" are not usually the best leaders for long-term, systematic change. We do
believe that a strong, passionate, talented leader is necessary at each school unit, but we also
believe that, in the past, "heroic leaders" at great urban schools had to be heroic to succeed
because their schools did not have the necessary supports. Achievement First's model focuses on
finding and training great instructional leaders; surrounding them with dedicated, talented teachers;
giving these leaders and teachers a strong, proven school-based model to implement; and providing
strong "back office" support so that the teachers and leaders can focus on student achievement.
This "back office" support takes two forms: school unit and central office.
6.
An Unwavering Focus on Student Achievement. Before No Child Left Behind, the discussion
about equity in schools most often focused on inputs: per pupil funding, class size, student to
teacher ratios and others. The urban schools that have closed the achievement gap have all spent
the same or less than their host districts and almost always have larger class sizes and less
experienced teachers than the other schools in the city where they are located. However, by
focusing exclusively on one output, student achievement, these schools have test scores that often
double or triple the average scores of other students in the district. Our name, Achievement First,
was consciously selected to constantly reinforce our unwavering focus on producing dramatic, lifechanging student achievement, chiefly as measured by statewide, criterion-referenced tests.
Furthermore, the entire focus of Achievement First teachers and leaders will be on outputs. Each
school will create a "Yearly School Report Card" that highlights key output metrics, which will be
mailed to all parents and posted on the Achievement First website.
Source: www.achievementfirst.org/about.lessons.html
-28-
Interim Assessments and the Strategic Use of Data. Achievement First realizes that
schools that thrive are those that live their data. Achievement First has developed
scope and sequences that clearly outline what standards are to be taught when.
Teachers at Achievement First schools are empowered by data; knowing clearly their
students strengths and weaknesses, Achievement First teachers pick the best
strategies to ensure that every student masters the material.
8.
One Hundred 1% Solutions. School reform efforts in the past have focused on finding
the "magic bullet" that will fix the schools. Whether the holy grail was reduced class
size, a specific curriculum or increased teacher pay, schools have gone from fad to fad,
each time believing that the latest solution was the magic answer. What the highperforming urban schools realize is that it takes all of the following (and more) to close
the achievement gap: solid leadership, talented teachers, structured curriculum,
effective policies, targeted professional development, no-nonsense school culture,
parent engagement, and smooth systems. Brett Peiser, the achievement-oriented
principal of South Boston Harbor Academy, says, "There is no 100 percent solution to
creating a great school. At South Boston, we have 100 one percent solutions.
9.
Serve ALL Urban Kids. Building on the strong legacy of Amistad Academy,
Achievement First schools will locate all of its schools in high poverty areas with a
history of low student performance and will commit to serving the same student
population as the host district. Our schools also commit themselves to firm policies
against expulsion except in the most extreme cases. Publicizing for student admission
will be equal across the entire school catchment area (the entire city for New Haven
schools and large swaths of a borough for New York City schools). Achievement First
schools will also have 100 percent of students take the state tests each year, and unlike
other public schools, we will publicize attrition rates clearly so as not to inflate
achievement scores or graduation rates.
Source: www.achievementfirst.org/about.lessons.html
-29-
12. Flywheel v. Doom Loop. In Good to Great, Jim Collins contrasts the culture of discipline inside truly
great organizations with those of struggling competitors. The highly successful companies found a
"hedgehog concept" - what they could be the best in the world at - and they slowly, methodically built
their business around this concept, gaining momentum each year. The pattern within these companies
creates sustained excellence: steps forward consistent with hedgehog concept, accumulation of visible
results, personnel energized by results, flywheel builds momentum, steps forward consistent with the
hedgehog concept. In contrast, the companies with chronically poor results were caught in devastating
"doom loops" that were characterized by a familiar yet highly destructive pattern: disappointing results,
reaction without understanding, new direction/program/leader/event/fad, no accumulated momentum,
disappointing results. Achievement First will avoid this "doom loop" by sticking to our "hedgehog
concept" - our clear school model. Instead of lurching toward new programs, we will continually tweak
and improve (not replace) our systems and develop in our people the ability to consistently use our
model to produce great results. Instead of looking to "savior leaders" from the outside to run our
schools, we will rely on leaders steeped in how to effectively implement our school model.
Source: www.achievementfirst.org/about.lessons.html
-30-
-32-
Creating Alternatives
Case Study: Vouchers
-33-
Overview of Vouchers
-35-
-36-
-37-
-38-
-39-
-40-
Sources: Milwaukees Public Schools in an Era of Choice, School Choice Wisconsin, 10/05;
Graduation Rates for Choice and Public School Students in Milwaukee, Greene, 9/04
-42-
42
41
NPR Points
40
Before Charter Competition
39
38
37
36
35
34
33
32
Reading
Math
-43-
-44-
-45-
-46-
100
Average 80
Percentile
Rank 60
59
60
Group 1
Group 2
40
20
0
-47-
Average 80
Percentile
Rank 60
76
60
59
42
40
20
0
Group 1 Assigned to Three
EFFECTIVE Teachers
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal
Student Achievement, 1997. Slide courtesy of Ed Trust.
-48-
-50-
-51-
Source: The Uniform Salary Schedule, Brad Jupp, Education Next, Winter 2005
-52-
English
English
Spanish
Conceptual Physics
Chemistry
Volleyball
Open Period
Algebra
Geometry
Auto Shop
World History
Auto Shop
Volleyball
Volleyball
Open Period
-53-
Senior Year
Mythology
Algebra
Auto Shop
Career Choices
Pre-Spanish
Future Studies
Exploring
Algebra 2
Principles of PE
American History
Teen Living
Arts Tech
Life Management
English
Food Fundamentals
Winter Activities
-54-
A frequent theme in
literature is the conflict
between the individual and
society. From literature
you have read, select a
character who struggled
with society. In a welldeveloped essay, identify
the character and explain
why this characters
conflict with society is
important.
Non-Rigorous
Write a composition of at
least four paragraphs on
Martin Luther Kings most
important contribution to
this society. Illustrate
your work with a neat
cover page. Neatness
counts.
-55-
For this 2-3 page paper you will want to ask yourself the following
questions: what larger ideas do you see working in The Odyssey
and "0 Brother Where Art Thou"? Do both works treat these issues
in the same way? What do the similarities and differences between
the works reveal about the underlying nature of the larger idea?
-56-
100
82
80
60
40
20
0
Most Intense Curriculum
Curriculum quintiles are composites of English, math, science, foreign language, social studies, computer science,
Advanced Placement, the highest level of math, remedial math and remedial English classes taken during high school.
Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006. Slide courtesy of Ed Trust.
-58-
86
80
60
71
55
66
69
African American
Latino
White
51
40
20
0
All College Entrants
*Rigorous Curriculum is defined as the top 40 percent of high school curriculum and the highest
high school mathematics above Algebra 2.
Note: These numbers reflect outcomes for high school graduates who enter four-year institutions with no delay.
Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006. Slide courtesy of Ed Trust.
-59-
Percent Earning a BA
60
Low SES
High SES
40
40
20
0
All College Entrants
*Rigorous Curriculum is defined as the top 40 percent of high school curriculum and the highest
high school mathematics above Algebra 2.
Note: These numbers reflect outcomes for high school graduates who enter four-year institutions with no delay.
Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006. Slide courtesy of Ed Trust.
-60-
Percentile - CTBS4
56
41
34
35
22
21
11
0
A
Grades
Low-poverty schools
High-poverty schools
Source: Prospects (ABT Associates, 1993), in Prospects: Final Report on Student Outcomes, PES, DOE,
1997. Slide courtesy of Ed Trust.
-61-
Barriers to Change
It is difficult to get a man to understand something when
his salary depends upon his not understanding it.
Upton Sinclair
-62-
-63-
-64-
-65-
-67-